Pre-Service ESL Teachers Perceptions of Parody Integration in Digital Stories

World Applied Sciences Journal 21 (Special Issue of Studies in Language Teaching and Learning): 28-35, 2013 ISSN 1818-4952 IDOSI Publications, 2013 DOI: 10.5829/idosi.wasj.2013.21.sltl.2134 Pre-Service ESL Teachers Perceptions of Parody Integration in Digital Stories 1 2 Azmi Abdul Latiff and Nuraihan Mat Daud 1 Faculty of Science Technology and Human Development, Universiti Tun Hussein Onn Malaysia 2 Faculty of Languages and Management, International Islamic University Malaysia, Kuala Lumpur, Malaysia Abstract: Advancement in digital technology has led to the increase in popularity of digital videos. Online videos are easily accessible to users through Youtube and similar networks. The language learning and teaching field in particular has also benefitted from the technological advancements in digital video production. One of its uses is in the teaching of language through humour. The use of digital videos could help create a humorous atmosphere in the class. Substantial number of research has been conducted on the use of humor in language classes but most of them are based onprinted materials. This study attempts to use the videos on Youtube to create parody as a means of developing their language skills. It seeks to investigate students perception of integrating elements of humour in the digital stories. The study aimsto capture the language of humor used by the studentsthrough the videos that they produced. In order to do this, a groupof ESL pre-service teachers were given the task to produce a humorous video-based (on Youtube) digital story. Self-administered online questionnaire was used to elicit their responses. Overall, most of the teacher trainees gave positive feedback to the given task. From the pedagogical perspective, the research concludes that producing humorous video-based digital story could be used to improve students language skills. Key words: Digital storytelling Parody Humor Perception Writing INTRODUCTION With technological advancements, storytelling activities have taken on a modern twist. Digital Technology advancementhas opened up technologies offer multi-media means of storytelling. opportunities to improve learner engagement. The arrival Stories can now be delivered through a mixture of digital of Web 2.0 for instance, has witnessed the use of Web 2.0 components that may include computer-based images, applications such as blogs, Twitter and Facebook for texts, recorded audios, video clips and/or background language learning purposes [1, 2, 3]. The advancementin music [5]. According to [4], digital stories are narrative technology hasalso given a new lease of life to some entertainments that reach the audience via digital traditional classroom activities. Onesuch activity is technology and media-microprocessors, wireless signals, storytelling. Traditionally, a storytelling activity in a class the Web, DVDs and other digital means. In other words, involves either the teacher or one of the students telling digital stories interweave different media to enhance the a story in front of the class. Some storytellers tell their art of storytelling. stories interactively to make their stories interesting [4] Another feature that a storyteller can include to make explains that interactive storytelling can be traced way his story more interesting is humor. Many people enjoy back to prehistoric years when a storyteller performed his storytellers who are humorous. Suggestions have been narration around a campfire. There was no fixed storyline made to incorporate humor into the language classroom and the storyteller would shape and mould his story [6]. Substantial number of research has been conducted based onthe audience sreactions. Some traditional on the use of humor in language classes. Teachers have storytellers usedaids, props or realia to enhance their employed humor to reduce tension, alleviate boredom presentations but the story was narrated orally. and maintain student interest and comfort [7, 8, 9]. Corresponding Authors: Azmi Abdul Latiff, Faculty of Science, Technology and Human Development, Universiti Tun Hussein Onn Malaysia. E-mail: azmial@uhtm.edu.my. 28

These studies were, however, done on the humor that was to bedtime stories, for instance, help to develop their created by teachers. [10] suggests that learners should be listening skills. Telling stories would help the children encouraged to participate in humor-filled class. Humor is, develop their speaking skill, motivation and confidence to however, difficult to teach. Despite its potential, the use the language. combination of storytelling and use of humor in Research has shown that digital storytelling is a great language classes have not been well-researched. tool to develop language skills. In [15] s study, all Combining humor in digital storytelling could result in a teachers reported that their students displayedan increase meaningful integration of technology intoa language in their technical, presentation, research, organizational as classroom [11] and this could consequently enhance well as writing skills. language learning. In another study, it was found that the activity was able to engage low proficiency readers and writers to Research Objectives: The lack of practice and research express themselves accurately during conventional on the language of humor indigital stories has prompted language learning classes [16]. [17] observed that the the researchers to conduct a study on the use of students were more conscious of the presence of humorous storytelling technique in an ESLteacher trainee audience and yet more confidence in telling their story. class. The main objective of this research is to elicit the Perhaps the awareness that their stories or products are perceptions of ESL practitioners on the integration of accessible to a larger audience made them more careful in humor into digital story production. narrating their story. The study aims to address the following research The technology used in preparing a digital story questions: allows learners to listen to their pronunciation. They could listen to their script as they do the recording and What are the pre-service teachers perceptions listen to it as many times as they wish. [14] states that due ofdigital story production? to the interplay between writing, speaking and listening, What are the pre-service teachers perceptions of the digital story telling could be used to help students in integration of parody into digital storytelling? learning a language. According to [11], digital storytelling encourages Literature Review students to organize and express their ideas in a Digital Storytelling in Education: Digital storytelling meaningful way. A digital storytelling activity allows promotes the development of several skills among learners to express their personal experience or develop a learners. [12] highlights that the process of creating story based on their personal point of view. st digital stories utilizes almost all of the 21 century skills. One of the emerging techniques in digital storytelling These skills include information literacy, visual literacy, is the use of video-based digital story [18]. This technique creativity, inventive thinking, risk-taking and effective is gaining popularity, probably due to the fact that it communication. The skills can be developed when combines several multimedia elements including audio, students actively participate in the creation process of video, music and text. Musical and humorous videos are digital storytelling [5]. [13] adds that the process of the most viewed videos on Youtube [19]. In other words, creating a digital story involves leveraging a wide variety music and humor are two of the elements that would make of skills including researching for topics, script writing, a video popular among the online viewers. Digital stories storyboard planning and assembling the final product delivered on Youtube are generally short as the video using video editing software. platform provider allowsa 10-minute limit to video Digital storytelling is therefore, a great tool to uploads. enhance multiple skills among learners. This is proven by [14] who posits that being able to read new media, Humor in Language Class: Humor is an important including digital stories is not just a matter of literacy. personal and interpersonal interaction that could be used In fact, it is also a matter of survival since it is as an effective tool in education in general and language increasingly required at the workplace. learning in particular. [20] suggests that humor is one of the effective means of enhancing students' motivation. The Benefits of Digital Storytelling to Language It can reduce stress, improve classroom climate, increase Learning: Traditional storytelling provides the initial learning enjoyment, increase student-teacher interaction exposure among children to language literacy. Listening and even facilitate learning. 29

[21] discover in their research that the use of in language learning. The length of the course was 14 appropriate verbal humor in the classroom could create weeks and this study was conducted on those enrolling opportunities to enhance the learning of a second in Computer Assisted Language Learning course. language. Moreover, humor also positively affects language learners in three aspects. Psychologically, it Data Collection: An online questionnaire was employed motivates, relaxes and cheers up the learners. Socially, it to elicit responses from the participants and to answer the attracts students attention, increases their affiliation with research questions. The questionnaire was constructed other learners and enhances their participation in partly based on [24]. It was divided into three parts. classroom activities. Instructionally, humor also promotes Part A consisted of the demographic profile, Part B understanding and learning of a second language and focused on the participants perception on the digital enhances retention of the learning materials. storytelling task and Part C elicited their perceptions on Nevertheless, [22] reminds that the use of humor in a the use of humor in the video. A Likert scale with a four language class needs to be planned and not employed point rating (1=Strongly Agree, 2=Agree, 3=Disagree, randomly. In other words, it should have specific learning 4=Strongly Disagree) was used for most of the items while objectives. With careful planning and clear and specific the open-ended item that asked the respondents of their objectives, humor can make shy and timid students play opinion on the whole activity. a more active role in class activities. Students will feel that Data was also collected using video-based digital they are part of the class. This will encouragethem to stories produced by students. This video-based digital contribute without loosing face or feeling awkward story is one of the latest developments in digital especially when making mistakes. [22] adds that using storytelling [18]. Each of the teacher trainees was given an humor will also help to createa communicative atmosphere individual task to create a humorous story onvideo that in a language class. Itencouragesauthentic contains elements of parody. The participants were asked communication, participation and interaction among the to download any 2-3 minutes video clip of a movie from students. Humor is henceforth, a medium to reach out to the Youtube. Their task was to turn the movie into a those students who are too afraid or nervous to express parody by writing humorous subtitles to the movie clip. themselves in a foreign or second language. The inclusion of the subtitles was done through the use Besides creating a motivating language learning of movie editing software such as Window s Movie atmosphere, humor can also help to develop critical Maker or Mac s imovie. thinking skills. According to [23], the use of parody, which is an element of humor, is useful in helping RESULTS AND DISCUSSION language learners develop self-awareness, an important concept in critical thinking. [23] explains that the intent of The findings of the study are presented based on the parodies is to highlight things that are not right in the data gathered through the video-based digital stories and world through the media. the students responses to the questionnaire. A varying degree of humor was reflected in the video-based digital MATERIALS AND METHODS stories. It was observed that a few struggled to produce a humorous digital story while others managed to do it Research Design: A multi-method research approach well. The screenshots of some of the students works are was adopted to address the objectives of the study. shown below: The research design comprised quantitative and Data collected from the questionnaire survey was qualitative methods of inquiry. A questionnaire survey reported and analyzed based on the following research that included an open-ended item was used. questions: Participants: The participants in this study were 27 undergraduates at the Institute of Education, International Islamic University of Malaysia. They were being trained in the area of Teaching of English as a Second Language (TESL). Part of the training included the use of computers What are the pre-service teachers perceptions ofdigital story production? How do the pre-service teachers perceive the integration of parody in digital storytelling approach in an ESL writing class? 30

Table 1: Teacher trainees perceptions of digital stories Strongly Agree Agree Disagree Strongly Disagree Statement F (%) F (%) F (%) F (%) 1. Digital storytelling is an interesting classroom activity 14 (52%) 7 (26%) 4 (6%) 2 (7%) 2. Digital storytelling provides me the opportunity to think creatively and critically 11 (41%) 11 (41%) 2 (7%) 3 (11%) 3. Digital storytelling enables me to share my ideas with my classmates. 9 (33%) 12 (44%) 4 (15%) 2 (7%) 4. Digital storytelling makes English learning fun and pleasant. 14 (52%) 8 (30%) 2 (7%) 3 (11%) 5. Digital storytelling makes me more engaged in the lesson. 11 (41%) 9 (33%) 6 (22%) 1 (4%) 6. Digital storytelling makes me the class atmosphere more enjoyable. 15 (56%) 7 (26%) 3 (11%) 2 (7%) 7. Digital storytelling makes me happy with story writing activity. 11 (41%) 10 (37%) 2 (7%) 4 (15%) 8. Digital storytelling makes me like English writing more. 11 (41%) 6 (22%) 8 (30%) 2 (7%) 9. Digital storytelling could improve my writing skill. 9 (33%) 8 (30%) 8 (30%) 2 (7%) Picture 1: A Screenshot of Parody by Student A Picture 3: A Screenshot of Parody by Student B Picture 4: A Screenshot of Humorous Sub-titleby Student C Picture 2: A Screenshot of Parody by Student A in a Following Scene it is really helpful in making learning more fun - Student C. Pre-Service Teachers Perceptions on Digital Story Production: Table 1 presents the teacher trainees In my opinion it is very interesting to create a perceptions of digital stories: funny digital storytelling for the students. Students When the trainees were asked whether digital may enjoy the lesson. - Student I. storytelling was an interesting classroom activity, (statement 1), 78% expressed agreement. The students My opinion, this assignment of making digital responses in the open-ended section of the questionnaire storytelling assignment will create an amazing support this finding. environment in class - Student B 31

With regards to thinking creatively and critically These responses imply that the digital storytelling (statement 2), 82% agreed that digital storytelling task has received favorable responses from the trainee provided the opportunity to do so. This is supported by teachers. The activity has also given some positive the students responses in the open-ended section: impacts on their learning of English language particularly on the writing skill. In general, it can be concluded that Digital storytelling does make learning fun. but it the trainee teachers were convinced with the potential of takes time to get use to make it a success. as a first digital storytelling as a useful activity in ESL classes. timer it is almost impossible to make it done in a week because it needs a lot of creative thinking. Pre-Service Teachers Perceptions on Integrating - Student J. Humor into Digital Story: Table 2 presents the analysis of five statements related to the integration of humor in I think digital storytelling assignment is difficult digital stories. When the trainees were asked whether it and need a critical thinking - Student C. was the first time that they were assigned to create funny materials in class (statement 10), 78% expressed It helps to develop our creative thinking skill and disagreement. With regards to whether creating a funny also imagination - Student S digital storytelling makes the learning process fun (statement 11), 85% of the trainees indicated their For statement 3, 77% of the students indicated their agreement with this statement. agreement that digital storytelling enables them to share their ideas with their classmates. it's kind of exhausting to look for ideas to create a In terms of making English learning fun and story yet it's an exciting task as i laughed most of pleasant(statement 4), 82% of the trainee teachers agreed the time doing this.- Student A. to the statement. A total of 74% pointed out that they agreed with statement 5, that digital storytelling made I've got lots of new knowledge throughout the them more engaged in the lesson. process of making the digital storytelling. This is my first time in doing parody and I enjoyed it a lot.:) - it's kind of exhausting to create funny a story yet Student D. it's an exciting task as i laughed most of the time doing this. Student A In my opinion it is very interesting to create a funny digital storytelling for the students. Students It is fun and enjoyable to have a digital may enjoy the lesson. It is quite hard for me to think storytelling in the classroom - Student F about something funny and combine it with education as this is my first time creating it. With regards to making the class atmosphere more Student J. enjoyable, (statement 6), 78% expressed their agreement. Additionally, 78% of the trainees indicated their For statement 12, 74% of them indicated their agreement that the activity made them happy with story agreement that creating a funny digital story helps to writing activity (statement 7). 63 % of the teacher trainees develop my critical thinking. believed that the digital story activity has made them like In terms of creativity (statement 13), 85% of the English writing more (statement 8), whereas another 63% teacher-trainees agreed that the integration of funny indicated that the activityhelped them improve their elements in the assignment has helped to develop their writing skills (statement 9). creativity. Table 2: Teacher trainees perceptions of integration of parody in digital storytelling approach in ESL writing class Strongly Agree Agree Disagree Strongly Disagree Statement F (%) F (%) F (%) F (%) 10. This is the first time that I have been assigned to create funny materials in class. 18 (67%) 3 (11%) 1 (4%) 5 (19%) 11. Creating a funny digital storytelling makes learning activity fun. 16 (59%) 7 (26%) 3 (11%) 1 (4%) 12. Creating a funny digital story helps to develop my critical thinking. 13 (48%) 7 (26%) 5 (19%) 2 (7%) 13. Creating a funny digital story helps to develop my creativity 16 (59%) 7 (26%) 1 (4%) 3 (11%) 14. Writing funny scripts makes the digital storytelling activity enjoyable 15 (56%) 8 (30%) 3 (11%) 1 (4%) 32

I love it! Because it makes me think of many ideas it's kind of exhausting to look for ideas to create a in order to produce fun learning materials. It makes story. -Student A. me to think more creatively. I'm sure students will find out that learning using this method is very Student L found the assignment stressful and enjoyable - Student E suggested that it should be a group work rather than an individual task. Finally, a majority of them (86%) agreed that writing funny scripts for the digital story has made the task Maybe it will be more fun less stress if it is a group enjoyable. Overall, the responses in this part indicated assignment. Not all people know how to crack a that the integration of a funny element in the digital story joke. - Student L. has received positive responses from most of the participants. Integrating humor in the parody was also challenging to them in creating the video. They found it difficult to Problems Faced by the Pre-Service Teachers in integrate the funny element into the story as expressed by Producing Humorous Video-Based Digital Stories: student I. Even though they enjoyed the digital video production activity, some found the task daunting. These were It is quite hard for me to think about something mentioned in the open-ended section of the funny and combine it with education as this is my questionnaire. first time creating it. - Student J. but the process of making it is very hard and Another issue highlighted by the teacher trainees stressful especially for the first timer in making this relates to technical glitches such as incompatibility of the digital storytelling.- Student B. video editing software with their computers. A few needed more time to finish the task because of technical there are several obstacles during the problems that they faced. According to one of them: making of the work since this is the very first time i ever experience doing digital storytelling - it is fun but sometimes it is hard to use some Student H. software like movie maker or windows live movie maker because it is not compatible with our laptop...but it takes time to get use to make it a success. whenever it get stuck in the middle of doing the as a first timer it is almost impossible to make it parody movie, it pissed me off! - Student G done in a week because it needs a lot of creative thinking. - Student J. DISCUSSIONS This problem was more obvious among those who The main objective of the study was to investigate produced video-based digital story for the first time. the perceptions of a group of pre-service ESL teachers This included Student B, H and J who was observed to be ofthe use of parody in digital story production. The struggling in the class. According to Student J, she majority of the trainee teachers agreed that theyenjoyed needed a longer time to produce the parody, as the the first time experience of including elements of humour activity required her to think creatively. in a digital story. The feedback from the open-ended item Meanwhile, Student C admitted that the task was a showed that they were thankful for the opportunity given difficult one because they needed to be creative to to them to create the story. They also highlighted a few produce the parody.student A also admitted that the problems concerning the exercise. These included limited assignment was mentally exhaustive especially when it time, lack of technical experience and technical problems comesto searching for ideas to create a new story based such as software incompatibility. Despite these problems, on the existing video. the majority of the participants enjoyed the experience of creating a humorous subtitle for a digital story. I think digital storytelling assignment is difficult These findings are in line with earlier studies on the and need a critical thinking. - Student C. benefits of digital storytellingactivities [11, 14, 15, 16, 17]. 33

The activity required the participants to write a 2. Ward, J.M., 2004. Blog-assisted language learning humorous sub-title for the given movie clip. The majority enjoyed the task and said that it made writing an interesting activity [25]. Writing story that is presented digitally could motivate ESL learners to write in a foreign or second language. 3. (BALL): push button publishing for the pupils. TEFL Web Journal, 3(1). Zourou, K., 2012. On the attractiveness of social media for language learning: a look at the state of the art. Apprentissage des Langues et Systemes d Creating a funny story is a challenging task because Information et de Communication. http:// it requires the participants to be creative and critical in alsic.revues.org/2436 Retrieved on November 12, order to come up with humorous scripts. All these augur 2012. well in developing learners thinking skills. The 4. Miller, C.H., 2004. Digital storytelling: A creator s guide to interactive entertainment. Massachussets: inculcation of humorous elements serves to make Focal Press. language learning more interesting. This finding 5. Robin, B.R., 2008. Digital Storytelling: A Powerful supports earlier works on humor in language learning by [20, 21, 22, 23]. CONCLUSION The findings of this study revealed that digital storytelling can be a powerful mechanism to engage learners in language learning. Their writing skill can be improved through script writing activity, which is part of the digital story production activity. Furthermore, the integration of humorous element or parody in the digital story could enhance learners creativity and critical thinking.the findings indicate the potential of humorous digital storytelling activities in language learning. This study also highlighted several issues that need to be addressed by language teachers who wish to adopt this approach in their class. These include students lack of skills and experience in video production and the inability in coping with technical problems. They would also have to be creative and critical in order to produce a good parody. All these elements could make the activity stressful to the language students. Students may need to be exposed to many humorous stories to give them guidance in producing their own. Doing the activity in groups may also reduce the technical problems as they could solve the problems together and create the parody collaboratively. REFERENCES 1. Clark, C. and P. Gruba, 2010. The use of social networking sites for foreign language learning?: An autoethnographic study of Livemocha. (S. Steel C.H. Keppel, M.J. Gerbic and P. Housego, Ed.)ascilite Sydney 2010. http://ascilite.org.au/conferences/ sydney10/procs/cclark-full.pdf Retrieved on November 11, 2012. st Technology Tool for the 21 Century Classroom. Theory Into Practice, 47(3): 220-228. 6. Bell, Nancy D., 2009. Learning about and through humor in the second language classroom. Language Teaching Research, 13(3): 241-258. 7. Gorham, J. and D.M. Christophel, 1990. The relationship of teachers use of humor in the classroom to immediacy and student learning.communication Education, 38: 46-62. 8. Sudol, D., 1981. Dangers of classroom humor. English Journal, pp: 26-28. 9. Terry, R.L. and M.E. Woods, 1995. Effects of humor on the test performance of elementary school children. Psychology in the Schools, 12: 182-185. 10. Walker, B.E., 2006. Using humor in library instruction. Reference Services Review, 34(1): 117-128. 11. Sadik, A., 2008. Digital storytelling: a meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4): 487-506. 12. Jakes, D. (2006). Standards-Proof Your Digital Storytelling Efforts. Tech and Learning. http://www.techlearning.com/tech/mediacoordinators/0018/standards-proof-your-digitalstorytelling-efforts/43347 Retrieved on October 29, 2012 13. Ohler, J., 2006. The world of digital storytelling. Educational Leadership, 63(4): 44-47. 14. Ohler, J., 2008. Digital storytelling in the classroom: New media pathways to literacy, learning and creativity. California: Corwin Press. 15. Dogan, B. and B. Robin, 2009. Educational Uses of Digital Storytelling: Creating Digital Storytelling Contests for K-12 Students and Teachers. (I. Gibson et al., Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2009, 633-638. http://www.editlib.org/p/ 30673. Retrieved on November 10, 2102. 34

16. Bull, G. and S. Kajder, 2004. Digital Storytelling. 21. Ziyaeemehr, A., V. Kumar and M. Abdullah, 2011. Learning and Leading with Technology, 32: 46-49. Use and Non-use of Humor in Academic ESL http://www.digitalstoryteller.org/docs/digitalstoryt Classrooms. English Language Teaching, elling.pdfretrieved on November 10, 2012. 4(3): 111-119. 17. Ware, P.D., 2006. From Sharing Time to Showtime?! 22. Provine, R.R., 2000. The science of laughter. Valuing Diverse Venues for Storytelling in Psychology Today. http:// www.psychologytoday Technology-Rich Classrooms. Language Arts,.com/articles/200011/the-science-laughter Retrieved 4(1): 45-54. on November 12, 2012. 18. Godwin-Jones, R., 2012. Emerging technologies 23. Helitzer, M., 1984. Comedy: techniques for writers digital video revisited?: Storytelling, conferencing, and performers. Ohio: Lawhead Press. remixing. Language Learning and Technology, 24. Yoon, T., 2012. Are you digitized? Ways to provide 16(1): 1-9. http://llt.msu.edu/issues/february2012/ motivation for ELLs using digital storytelling. emerging.pdf Retrieved on November 10, 2102. International Journal of Research Studies in 19. Dreon, O., R.M. Kerper and J. Landis, 2011. Digital Educational Technology, 2(1). storytelling?: A tool for teaching and learning in the st 25. Yancey, K.B., 2009. Writing in the 21 Century, YouTube generation. Middle School J., 42(5): 4-9. pp: 1-9. Illinois. http://www.ncte.org/ library/ http://www.amle.org/publications/middleschooljour NCTEFiles/Press/Yancey_final.pdf Retrieved on nal/articles/may2011/article3/tabid/2409/default.aspx November 12, 2012. Retrieved on November 1, 2012. 20. Chiasson, P.E., 2002. Using Humor in Second Language Learning. The Internet TESL Journal, 8(3). Retrieved from http://iteslj.org/techniques/chiasson- Humour.html. 35